Carvalho, S., & Dryden-Peterson, S. (2024). “The Political Economy of Refugees: How responsibility shapes the politics of education.” World Development. Link. Blog available here.

Carvalho, S., & Haybano, A.K. (2023). “ ‘Refugee Education Is Our Responsibility’: How Governance Shapes the Politics of Bridging the Humanitarian—Development Divide.” Journal of Refugee Studies, 2023; fead001. Link. Cited in: The Conversation; All Africa; Foreign Affairs - New Zealand.

Carvalho, S., Asgedom, A., & Rose, P. (2022). Whose voice counts? Examining government‐donor negotiations in the design of Ethiopia’s large‐scale education reforms for equitable learning. Development Policy Review, e12634. Open Source Link.

Carvalho, Shelby. 2022. “Refugee Girls’ Secondary Education in Ethiopia: Examining the Vulnerabilities of Refugees and Host Communities in Low-Resource Displacement Settings.” Journal on Education in Emergencies 8 (2): 139-69. https://doi.org/10.33682/cy3t-dhqt. Link to Working Paper. Open Access JEiE Link. JEiE Webinar Link. Podcast Interview Link.

Dissertation Project: The Politics of Refugee Inclusion and Exclusion.

Disrupted Aid, Displaced Lives: Unraveling the Impact of Refugee Funding Cuts through a Regression Discontinuity Design in Uganda. (with Guy Grossman and Yang-Yang Zhou)

Refugee Representation: Strengthening Inclusion through Parental Engagement in Schools.

Invisible Fences: A Spatial Analysis of Refugee Exclusion in High Displacement Regions. (with Patrick Shaw)

Service Protectiveness and Refugee Inclusion in Developing States. (with Reva Dhingra and Olivia Woldewikael)

Yes In My Classroom: Teacher Attitudes Toward Refugee Integration in Kenya.

The Most Reliable Predictor? Education and Political Participation in sub-Saharan Africa.

The Political Effects of Public-Private Partnerships: Evidence from Liberia. (with Emmerich Davies)

Author:

UNICEF Innocenti.. (2023). “Refugee Inclusion in National Education Systems”. UNICEF. Link.

Carvalho, S., and Cameron, E. (2023). “Empowerment, Aspirations, and Girls’ Education”. Center for Global Development. Link.

Carvalho, S., and Evans, D.K. (2022) .”Girls’ Education and Women’s Equality: How to Get More out of the World’s Most Promising Investment”. Washington, D.C.: Center for Global Development. Press Release. Report. Media Coverage: InDepthNews

Global Business Coalition for Education. (2022). “The State of US Cities and Youth Skills: The Top Skills Friendly Cities for Young People”. Global Business Coalition for Education. Link.

Carvalho, S., Rossiter, J., Angrist, N., Hares, S., & Silverman, R. (2020). “Planning for school reopening and recovery after COVID-19”. Center for Global Development, 26. Link.

Substantive Contributions:

Arias, O., Evans, D. K., & Santos, I. (2019). “The skills balancing act in Sub-Saharan Africa: Investing in skills for productivity, inclusivity, and adaptability”. World Bank Publications. Link.

Education Commission. (2019). “Transforming the education workforce: Learning teams for a learning generation”. Education Commission. Link.

International Commission on Financing Global Education Opportunity. (2016). “The learning generation: Investing in education for a changing world”. New York: International Commission on Financing Global Education Opportunity. Link. (More than 60,000 downloads)

Media

“Ethiopia was feted for expanding education rights for refugees, then politics got in the way.” The Conversation. 2023. Link.

“The Biden Presidency and Some Initial Thoughts on International Aid to Education.” American Political Science Association Education Section Newsletter. 2021.

Center for Global Development

Why Refugee Girls are Missing Out on Secondary School. (2022). Link.

Keeping Afghan Children in School: Five Recommendations for the International Community. (2021). Link.

2020: The Education Year in Review. (2020). Link.

Blog Series on Shocks and Education Finance:

Unequal Burdens: The Impact of Shocks on Household Education Spending. (2020). Link.

The Economic Shock of COVID-19 May Hit Private School and Contract Teachers Hardest. (2020). Link.

What Happens to Teacher Labor Markets Following Shocks?. (2020). Link.

What Do Past Shocks Tell Us About the Choices We’ll Face After the Pandemic? A Series on Education Finance Post-COVID. (2020). Link.

COVID and Global Education

Six Ways COVID-19 Will Shape the Future of Education. (2020). Link.

How Are International Donors Responding to Education Needs during the COVID Pandemic?. (2020). Link.

More from Our Database on School Closures: New Education Policies May Be Increasing Educational Inequality. (2020). Link.

Schools Out: Now What?. (2020). Link.

World Bank

Learning equity during the coronavirus: Experiences from Africa. (2020). Link.

Harvard Graduate School of Education Refugee REACH Initiative

A Theory for the Political Economy of Refugee Education. Link.

My work has been funded by the Fulbright Program, the Harvard Radcliffe Institute, the Displaced Livelihoods Initiative, the Weiss Fund for Development Economics, Innovations for Poverty Action, the International Rescue Committee’s Airbel Impact Lab, the Weatherhead Center for International Affairs, the Institute for Quantitative Social Science, the Frederick Sheldon Traveling Fellowship, the Center for African Studies, and the Harvard Center for International Development. I’m a Presidential Merit Fellow at Harvard University and a former Johnson Fellow at the LBJ School of Public Affairs.